University of Tennessee, Knoxville Student Life Fall 2025 Impact Report
The University of Tennessee is a university on the rise, admitting class after class of record-setting students and relentlessly reinventing what it means to create transformative experiences and holistic student support. For the Division of Student Life, our mission and commitment to the Volunteer community has never been more critical to the university’s success and impact.
In this issue, discover how we’re creating an unparalleled student experience by offering personalized support and unrivaled opportunities, leveraging streamlined processes to increase access to counseling services, and encouraging students in recovery to find community on campus. Hear from students who have found their place on Rocky Top and been able to maintain close ties with family support systems thanks to access to low-cost transportation.
With a student employment program’s recognition and an advisor’s testimony of serving students, examples of excellence abound throughout the division’s departments and initiatives. Learn from the students themselves of how peer-to-peer conversations and support, international experiences, and on-campus roles contribute to growth and skill development.
We hope you join us in celebrating these wins as we aim to create spaces for every UT student to learn, lead, and serve.
In the Volunteer spirit,
Frank Cuevas Vice Chancellor for Student Life
Jill Zambito Assistant Vice Chancellor for Health and Well-being
FALL 2025
STUDENT LIFE IMPACT REPORT
EXECUTIVE
CONTRIBUTING
Landin
Todd
Amanda
Muse
Dez
Teneria
Jack
Melissa Richter
Leila
Kayla
Student
University
Tess
Alison
Megan
PRIORITY 1
TRANSFORMATIVE EXPERIENCES
The Division of Student Life provides opportunities for students to develop a sense of self by understanding their individual strengths, values, and goals, and by expanding their leadership capacity. We empower students to connect with the broader community through civic engagement and enhance the overall campus experience by providing services and programs to students.
FROM Service HOURS WAY
to a
OF LIFE
UT Student Embodies the Volunteer Spirit Through Community Engagement
When UT student Jessica Cecchi started volunteering through the Jones Center for Leadership and Service, it was initially to meet her community service quotas for various programs she is involved in on campus, like the 1794 Scholars Program or Leadership Knoxville Scholars. But now, after logging over 200 hours with community partners across Knoxville, the UT senior says service has become a way of life.
“Being a Volunteer means getting to know your community better,” says Cecchi. “I’m here for four years, and I want to make this place as much my home as possible. The way you do that is get out in your community.”
During her sophomore year, Cecchi applied to be part of Leadership Knoxville Scholars, the Jones Center’s two-year cohortstyle leadership development program. This program allows student participants to identify a community action project through which they commit to spend 60 hours serving a community organization of their choice, deepening their leadership skills while also actively contributing to Knoxville’s civic engagement. As a nursing major, Cecchi wanted to pursue a community action project that gave her experience in an area outside medicine, and she identified Muse Knoxville as a community partner she wanted to work with for her project.
Morgan Powers, assistant director for the Jones Center, says that the center’s goal is to listen to the community, relying on an understanding of community needs identified by trusted organizations. The center then works to connect students to areas
“Being a Volunteer means getting to know your community better.”
—Jessica Cecchi, Senior Studying Nursing
As of August 1, 2025, Jessica Cecchi, pictured left with another UT volunteer, had logged 211 service hours and is on track to receive a gold service medallion at graduation, an honor bestowed upon students who have logged 250 community service hours.
Cecchi, left, and another UT student volunteering at Muse Knoxville.
“Student volunteers have made such a positive impact on our guests’ experiences and our operations as a whole.”
—Shelby Cornell, Director of Museum Operations, Muse Knoxville
of actual need that also align with the student’s career interests, creating a mutually beneficial model of service. Another strategic goal is matching students to community service opportunities that they enjoy and will return to frequently, thus reducing the training burden community partners encounter when onboarding new volunteers. The relationship Cecchi has developed with Muse Knoxville is a great example of both of those goals at work.
“Jess has been an incredible asset to our volunteer program as she has engaged with children and guests, helped support our exhibit floor, assisted in our Makespace exhibit area, facilitated activity tables, supported community events, encouraged children to participate in silent disco, and so much more,” says Shelby Cornell, director of museum operations. “She brings joy and positivity to the guests we serve, other volunteers, and our staff members. Having such a dedicated, hard working volunteer makes a monumental difference in our daily operations and in our annual impact as an organization that seeks to inspire and empower all children through transformative learning experiences.”
“It’s amazing to see the differences between a 2-year-old and a 4-year-old and how they interact differently with the same toy,” says Cecchi. “Play is so important, and empowering kids through the power of play, which is Muse’s motto, really shapes who they are as they practice their fine motor skills and make connections. I’m also able to witness how kids interact with each other, with themselves, and with caregivers. When I’m volunteering, I’m able to see the human development concepts I’m learning about in real life.”
Cecchi has also been able to teach children about medical terms, the body, and general health in the area of Muse Knoxville set up to look like a physician’s office. She notes that getting to break down complex medical systems so a child can understand has given her great practice for a hopeful future working with kids in pediatric oncology after she graduates from the UT College of Nursing. And being able to interact and observe what developmentally normal
behavior looks like in healthy kids and kids that aren’t battling serious illness, offers a unique learning experience for her career aspirations as well.
Muse Knoxville highly values community engagement and volunteerism, and the volunteer program has grown exponentially over the last three years in large part because of the partnership with the Jones Center. Since joining the ServeUTK volunteer platform operated by the Jones Center in 2022, volunteers associated with UT have made up over 73% of the total number of volunteers serving at Muse Knoxville.
“Student volunteers have made such a positive impact on our guests’ experiences and our operations as a whole,” adds Cornell. The director adds that prior to connecting with the Jones Center and ServeUTK, Muse’s volunteer program was a work in progress and lacked consistency. Giving students the opportunity to directly engage with and impact children serves both Muse as an organization as well as the students themselves.
“Our program has grown due to positive word of mouth from student to student, department to department, and semester to semester. Joining ServeUTK is one of the best things Muse Knoxville has ever done and I am so proud to partner with the Jones Center,” says Cornell.
For Cecchi, who also serves as a Jones Center Ambassador, volunteering at Muse and other community agencies like Second Harvest Food Bank, Knoxville Botanical Garden, and the Phyllis Wheatley Center has created a deep connection to the Knoxville community while also instilling a desire to serve others.
“I don’t need to get service hours anymore, as I’ve met all my quotas for the programs I’m in,” says Cecchi. “I’m still going because I just want to.”
CAMPUS CAREER to
TESS VALKOVSCHI
Junior Studying Marketing
LEILA ROBINSON
Senior Studying Psychology
This past summer, we had the privilege of interning in the Office of the Vice Chancellor for Student Life, focusing on strategic initiatives, through the Vols in Student Affairs program. Over the course of six weeks, we collaborated on building a new framework for a student affairs mentorship program, designed to connect undergraduate students at UT who are exploring careers in higher education with meaningful professional guidance. Our work included research-driven use case recommendations, flexible models for implementation, and options for sustainable growth. We are proud that this framework will serve as a foundational tool for the Student Life team’s updated 2025–2026 program.
What made this internship unique wasn’t just the scope of our project, it was the immersive, holistic way we were invited to explore the world of student affairs. Alongside 10 other student interns in the program, we participated in cross-campus conversations, joined staff meetings, and met with higher education professionals from 12 different UT offices. We also visited six institutions across Tennessee and Kentucky, gaining exposure to a variety of campus environments and leadership styles. Through CliftonStrengths coaching and resources from NASPA, a professional organization for student affairs administrators in higher education, we developed a new language for understanding our values and work styles, and all-around developed professionally and personally.
This experience not only helped clarify how student affairs could fit into our long-term goals, but it deepened our understanding of what it means to create change from within a university. What was especially meaningful about our six weeks is that we attend UT, therefore we were both the customer and the contributor all summer, giving us a rare, dual perspective that made our work feel especially relevant and powerful. Not only did we have our own experiences to draw on in conversations with faculty and staff, but we had the opportunity to develop programming and offer insights into initiative planning that directly affects us and our peers. Furthermore, we now carry a deeper appreciation for the people working tirelessly behind the scenes to support student success.
As we return to campus, we carry with us a renewed sense of confidence and enthusiasm for how we’ll continue engaging with UT, and how we’ll step into our future careers. This is thanks to the mentorship, relationships, and insights we gained through the 2025 Vols in Student Affairs summer internship cohort program.
A FAR-REACHING IMAPCT
In addition to UT, summer 2025 Vols in Student Affairs participants represented ten schools:
Florida State University
Georgia State University
James Madison University
Miami University of Ohio
University of Illinois Urbana-Champaign
University of Missouri Columbia
University of Tennessee at Chattanooga
University of Tennessee Martin
University of Wisconsin-Parkside
Wichita State University
Valkovschi (left) and Robinson (right) with program administrator Hope Adkins (center).
Translating Her Volunteer Experience into Student Advocacy
The lifelong dream of a UT alumna has come to fruition at Saint Mary’s College, Notre Dame, thanks in part to the work of UT’s Student Disability Services.
As a PhD student at UT, Kaycee Bills was invited to become a member of Delta Alpha Pi, a national honor society for students with disabilities who meet specific GPA requirements. At UT, the chapter is overseen by Student Disability Services, which partners with the UT community to ensure an accessible university experience for students with disabilities by removing or minimizing barriers. Bills completed her bachelor’s and master’s degrees at other schools and had positive experiences, but UT was the first time in her student career to be at a school that had a chapter of Delta Alpha Pi.
“Having groups and organizations for students with disabilities helps remove the stigma people often attach to having a disability or receiving accommodations,” says Bills, who is a member of the disability community herself. “At my previous schools, there were tons of clubs and honor societies for every student group imaginable, but nothing specifically for students with disabilities. I felt like I was part of a varied group with unique experiences, but there wasn’t a formal group for us. So when I received the invitation to join Delta Alpha Pi, it was a huge moment. I thought ‘Wow, there’s an honor society specifically for us!’ What I always wanted actually existed here at UT.”
Bills, who is a member of the hard of hearing and neurodiverse communities, says that disabilities impact people in ways that others outside the community don’t think about. Bills knows that having a disability or needing accommodations can come with misconceptions or negative perceptions from others. And for some, the negative perceptions that stem from having different needs can ultimately lead to students internalizing the voices of their critics who doubt their abilities. Sometimes those voices result in students leaving school. But Bills notes that when students’ disability identities are recognized and celebrated through organizations like Delta Alpha Pi, that stigma diminishes. Organizations like Delta Alpha Pi enrich the student experience.
After she graduated with her PhD in 2019, Bills longed to work either at an institution that had an established chapter she could become deeply involved in or at an institution where she could start a thriving chapter herself. And now, in her third year working at Saint Mary’s College as an assistant professor, this aspiration has become a reality.
As the all-female sister school to the University of Notre Dame, Saint Mary’s College has a small student population, just 2,775 enrolled in fall 2023. But Bills notes that while Saint Mary’s does a great job offering student clubs and organizations, there was still a need for students with disabilities.
Establishing Delta Alpha Pi in the fall of 2024 changed that. With the help and determination of student president Margaret Butler and student co-founder Avery Lazaro, college administration embraced the idea and the chapter was off to the organizational races. Michael Waddell, an associate professor of Autism studies, also volunteered to co-advise the chapter and assist with organizing campus events.
“Although I’m listed as the faculty supervisor, this is the student’s time to shine, and students with disabilities don’t get a time to shine very often,” adds Bills.
Delta Alpha Pi at Saint Mary’s ended the 2024–2025 academic year with 46 members. They also had their first pinning ceremony in the spring to induct new members to the national honor society, where Bills notes that many students were celebrated for their accomplishments for the first time in their lives. Bills anticipates the organization growing next year, in addition to a student-led Disabled Student Alliance group that is open to all students with disabilities regardless of GPA or number of credit hours enrolled.
“Delta Alpha Pi is a national organization with chapter bylaws and expectations, but my student experience with the chapter at UT is what provided the foundation I needed to answer questions from college leadership about what operating a chapter would be like,” says Bills. “We launched the chapter at Saint Mary’s using UT’s model as a blueprint for how to operate and recruit members.”
“Having groups and organizations for students with disabilities helps remove the stigma people often attach to having a disability or receiving accommodations.”
Margaret Butler, founding president, and Kaycee Bills, advisor, presenting at Saint Mary’s College symposium about promoting social and academic recognition for students with disabilities on college campuses.
Inaugural Global Citizens Program Sparks Growth for UT Students
Launched in 2024, UT’s Global Citizens Program provides an opportunity for students to participate in an international educational program regardless of financial abilities. Each Global Citizens cohort identifies a country of interest and studies the selected country throughout the school year. Then, the cohort visits the selected country at the conclusion of the spring semester and participates in various educational experiences. The inaugural cohort of Global Citizens participants traveled to Argentina in May 2025. The program is facilitated by the Office for Campus Culture and Community.
In my time in the Global Citizens Program, I wasn’t truly nervous about studying abroad until the plane was preparing for takeoff. Throughout the year I was reserved with my cohort, and I didn’t think that would change when we flew to Buenos Aires. Yet I had a latent anxiety that occurred as we traveled, and for a while I couldn’t figure out why.
In many ways, we are so different from one another in behavior, culture, and language. And when you aren’t able to travel, this narrative can inevitably feed your anxiety as a first-time study abroad student. Even though we learned about Argentinian history and culture for the past year, there was still a distance from us and what we were learning. What does it look like there? Who will I meet? Will I be comfortable so far from home?
When I was fully immersed in the reality of another community, the bubble popped, and I started to worry less about differences. I found myself reflecting on the similarities I held with people from around the world. When we met high school students from nearby schools, we bonded over our favorite movies, shows, and songs. We exchanged childhood memories and life experiences with our guides and volunteers. Those of us within the cohort who may not have talked outside of school got to know each other on a deeper level.
I was nervous about adjusting to being abroad. But after seeing the artwork of hundreds of vendors at the local markets, walking around museums that showcase Indigenous cultures, marveling at the colorful sculptures and repurposed European-influenced architecture, basking in the warm glow of the sun while eating freshly-baked empanadas in the Argentinian countryside, walking along lively cobblestone streets to visit restaurants filled with steaks and pastas and delicacies I had never tried before, every moment I shared with my cohort became precious to me. Every ride home, every interaction, and every cultural exchange held an invaluable piece of knowledge that I could use to grow.
Throughout this experience, the biggest thing I have learned is to embrace discomfort and cherish the moments that will soon become memories by living in the present as my true, authentic self. I feel more confident getting to know new people, and my cohort taught me how to ask insightful questions about people’s life experiences in a respectful way.
I have always loved going to new places, but being in Argentina helped me realize how much I would love to travel around the world and connect with people whose backgrounds are different from mine. I knew that studying abroad would be a great opportunity, but the cultural immersion I had while visiting Argentina gave me a lifetime of memories.
The Global Citizens Program was developed through the generous support of Dwight Hutchins (‘86), who is very passionate about increasing access to cultural immersion experiences for students.
In May 2025, 10 students and two staff members traveled from Tennessee to Argentina with the Global Citizens Program for a 12-day immersive experience. The group visited local museums and festivals, learned to make traditional dishes, studied Spanish, explored local sites and even took a pottery class alongside an art exhibit featuring traditional art and sculpture. As a nearly fully-funded program, Global Citizens helps students who might not otherwise be able to afford an experience like this to explore other countries.
This opportunity was the first study abroad experience supported through this program.
“Every moment I shared with my cohort became precious to me. Every ride home, every interaction, and every cultural exchange held an invaluable piece of knowledge that I could use to grow. ”
The Division of Student Life enhances education, programming, services, and professional development to ensure engagement for all individuals within the division. We develop and implement division-wide care and support initiatives that foster success and well-being.
First UT Collegiate Recovery Day Celebrates Student Journeys Amid Community Support
During the spring semester of 2025, a handful of students, committed to breaking the stigma around mental health and recovery, set out to host the first ever Collegiate Recovery Day event at UT. For the 306 students who made their way to the Student Union for mocktails, sober yoga, axe-throwing, and more, the event marked a new chapter for recovery on campus as students were encouraged to find community, seek the help they need, and be a source of encouragement to those around them by reducing stigma and breaking boundaries.
Leading the way for this program was Vanessa Betancourt, a UT alumna (‘22) and current doctoral student in the UT College of Nursing whose area of focus is psychiatric mental health. After being paired with a local harm reduction agency as an undergrad studying nursing, Betancourt knew she wanted to focus professionally in the area of addiction and recovery.
“My entire journey of knowing I wanted to work in the addiction and recovery space started during my undergrad years, but now seeing people get into recovery is a passion,” says Betancourt. “Hosting a largescale event for Collegiate Recovery Day was a big goal for me as a Rocky Top Recovery ambassador.”
Betancourt credits the success of the event with a campus partnership that was formed between Rocky Top Recovery and the Campus Events Board, a student-led programming team that has recently transformed into a team of paid student positions in the Center for Student Engagement. When the two groups combined their collective skills in executing large campus events with a passion for supporting students in recovery, the result was a large and successful public Collegiate Recovery Day. From local music, community and campus partners, and a national speaker, every aspect of the event celebrated the role community plays in recovery.
As the keynote speaker of the outdoor event, student organizers invited Karena Dawn, a well-known voice in the national conversation around recovery and a best-selling author, to share her experiences. The focus of Dawn’s non-profit and personal platform is about breaking the stigma around recovery and mental health.
“When Karena told the audience, ‘I can show the darkest parts of myself to the world and that’s actually what has brought me success and the greatest relationships,’ that illustrates to students that they don’t have to hide their struggle to find community or to be successful,” says Betancourt. After a fireside chat with pre-selected questions and a brief speech about her journey, Dawn answered questions from the student audience.
In addition to the speaker, the event included giveaways with recovery-centered promotional items, a local band, and a solo artist who is herself in recovery, sharing original music plus covers of popular hits.
For Harper Johnson, who joined UT in the summer as the collegiate recovery program coordinator, talking with students, listening to their stories, and sharing what recovery has meant in her own life was a special moment as she finished her master’s in public health.
“Collegiate Recovery Day reminded me why I am passionate about this work, that we can work towards breaking the stigma and show that recovery is possible and worth celebrating,” says Johnson. “Stepping into the role of the collegiate recovery program coordinator, I am excited for what’s ahead and all the ways we can grow this community together.”
The Collegiate Recovery Day initiative illustrated not only the partnership that exists between student organizations but it also illustrated the commitment the greater Knoxville community has to promote health and well-being, including supporting UT students on their journey in recovery. Swig, a national beverage company, attended
the event and offered a sweet mocktail to students, and Frog Juice Boocherie, a local kombucha brewer, was also present. The kombuchery doesn’t serve alcohol but has an atmosphere similar to that of a regular bar, which helps bridge the gap for those in recovery.
“We wanted to demonstrate that being in recovery doesn’t mean the end of having fun or the end of your life as you know it,” says Betancourt. “And to show students that even in the greater Knoxville area there’s a sober community you can belong to...community is part of everyone’s recovery journey.”
Overall, 24 campus and community partners were part of the event and plans are in place for a spring 2026 Collegiate Recovery Day event that builds upon this success. “We set out to celebrate recovery on the main stage of campus, so to speak, and our hope is that this becomes an annual event for the UT community,” adds Betancourt.
Overall, 24 campus and community partners were at the event to serve as resources and connections for 306 student attendees.
“We wanted to demonstrate that being in recovery doesn’t mean the end of having fun or the end of your life as you know it.”
Vanessa Betancourt, Rocky Top Recovery Ambassador
GOING THE
EXTRA MILE
Serving Students from Across Tennessee with Low-Cost Transportation During School Breaks
DEZ NEWCOMB
Outreach Coordinator, Center for Basic Needs
As a student-centered initiative led by the Center for Basic Needs, the UT to West TN program is an example of the kinds of student support envisioned and executed by creative thinking and dedication. Each year, the program offers transportation during key campus breaks: Thanksgiving, winter break, and spring break, allowing students to return home without worrying about logistics.
Now in its 15th year, UT to West TN provides transportation across the state for students looking for a safe, reliable, and cost-effective way home. Recognizing the unique challenges faced by students who live several hours from campus, the Center for Basic Needs provides a solution to the burden of long-distance travel. For many participants, the journey home during academic breaks is not simply about mileage—it’s about navigating limited transportation options, tight budgets, and the stress on student support systems back home.
So how does it work? For each academic break, students pay $55 for a seat on a charter bus that makes stops in Nashville, Jackson, and Memphis. The cost of that seat is less than the cost of gas for the nearly 400-mile trip to Memphis, and back. This ticket covers transportation off campus at the start of a break and a return trip back to campus as the break ends, with loved ones dropping their student back off to catch the bus back to campus at the break’s end.
The service not only alleviates logistical and financial stress but also sends a powerful message: students from every corner of the state and
For many, the initiative has become a lifeline. Most residence halls close during official university breaks, so students living on campus need to find alternative housing or return home. This program means students can reconnect with loved ones, rest, and hopefully return to UT with their proverbial cup filled.
Students who participate in this initiative often speak about how this seemingly simple service helped them feel that they belonged—not just academically, but personally.
“The UT to West TN program has made it so much easier for me to stay connected with home while focusing on school,” says Demaranna Cleaves, a senior studying accounting. “It’s a huge help as a student trying to balance both worlds since home is six hours away in Memphis.”
The transportation need has continued to increase tremendously over the last few years. In the 2024–2025 academic year, the usual one or two charter buses needed for each academic break was increased to three as UT to West TN broke past records. As demand continues to rise, the staff members in the Center for Basic Needs stay committed to providing this service that is necessary for many UT students.
Students and families find UT to West TN to be incredibly helpful in their academic success. Most report not having to worry about how they are going to get home. Families are grateful because they don’t have to worry about their students’ safety or how they are going to juggle life
For RJ Norton, a 2025 UT alumnus and current graduate student, the program has been a blessing.
“Traveling home for each major break can be a costly challenge, especially for students who don’t have the convenience of a car on campus,” says Norton. “As the son of a single father, this program meant the world to me! It not only eased the financial burden of college travel but also gave my dad peace of mind, knowing he didn’t have to stretch himself even further just to get me to and from school, three hours away. This program lifted a huge weight off my shoulders. Figuring out how to get home to see your loved ones shouldn’t be a source of stress, especially during the times that matter most. At Tennessee, we say, ‘Rocky Top will always be home sweet home to me’ and thanks to this program, I was always able to make it back to my first ‘home sweet home.’ For that, I will always be deeply grateful.”
As the university continues to remove barriers and prioritize student support, UT to West TN stands as a testament to the power of practical, compassionate, and creative action. In serving students where they are—and getting them where they need to go—UT is building not just a stronger institution but setting an example for what students can create after graduation to support their own community.
The UT to West TN program offered 850 seats for travel to and from Nashville, Jackson, and Memphis across three academic breaks during 2024–2025.
STUDENTS FIND BELONGING THROUGH PEER MENTORING PROGRAM
For new students arriving on campus for the first time, the sheer number of people, offices, and opportunities that make up UT can be overwhelming. But with the help and friendship of a peer mentor through Student Disability Services (SDS), new Vols registered with the office can have a kind and supportive welcome to campus and a chance to find a sense of belonging.
“When students are new to a university, new to the Knoxville area, or have never truly been on their own before it can be overwhelming,” says Laurel Lefemine, access coordinator for SDS and one of the coordinators for the peer mentoring program. “This program is one of the many ways UT helps decrease feelings of uncertainty when students are new.” For students registered with SDS, the program is a chance to become knowledgeable and comfortable with campus, SDS, and college life in general.
New students are invited to join the program in their initial meeting with SDS, and coordinators match students with a peer mentor based on disability status, shared hobbies, or even a shared major, ensuring both parties have at least one common area of interest. Students take ownership from there, with mentors initiating contact with their mentees. Previously, the program was only open to first-year students, but that changed in fall 2024 thanks to student feedback. Now, any new first-year student, transfer student, or graduate student is eligible to join the program.
While students volunteer to serve as peer mentors, key outcomes are expected from each
mentor pair. Mentors meet with their mentee at least once each week to talk about how their Volunteer experience is going and share guidance about utilizing accommodations or working with faculty. Peer mentors are also tasked with sharing at least two campus resources with their mentees, helping newer students know where to turn when they need academic support, help addressing their health
“This program is one of the many ways UT helps decrease feelings of uncertainty when students are new.”
or well-being, or experience needs in other areas. Mentors also help mentees develop SMART goals for each semester and attend at least one university event together to help new students feel comfortable engaging with campus opportunities.
Through the program, mentors also get to grow in their leadership and interpersonal skills as they build a connection with their mentee and help them find their way as a new Volunteer. These returning students have a chance to pass on the knowledge they’ve accumulated as a student with a disability to a new Vol experiencing the same situations for the first time.
“The mentees have an opportunity to
learn from another student who has been in their shoes, and it’s not uncommon for previous mentees to serve as peer mentors in the future,” adds Lefemine.
At its core, the program is an opportunity for connection between students who belong to the disability community. When mentors and mentees were asked what makes them feel like they belong at UT, every response referenced making connections with other people.
One student surveyed said, “As a peer mentor, one of the most profound lessons I learned about myself is my ability to empathize and adapt to others’ unique needs. Mentorship required me to actively listen, not just to respond, but to truly understand the perspectives and challenges faced by others. This process revealed to me how deeply I value connection and collaboration, as well as how fulfilling it is to help others grow.”
As the program continues to grow and evolve and in response to student feedback, Lefemine will manage the program with another SDS access coordinator, Shelby Markel, for the 2025–2026 academic year. This change will mean one coordinator works with mentors while another works with mentees, supporting growth and creating a more tailored experience for both groups.
“The peer mentor program is truly a group effort across the entire staff, because it would not be where it is today without each staff member’s input and guidance. SDS is a place where students come first, and this program is a prime example of that,” says Lefemine.
“Despite being an online-only student, I feel a strong sense of belonging at UT because of the incredible support and community I’ve experienced here. Everyone at the SDS office, especially my mentor, has been instrumental in ensuring I have the resources and accommodations I need to succeed. Her encouragement and advice has been instrumental in helping me feel valued as both a student and an individual. Additionally, being part of a welcoming and inclusive campus, where my contributions and presence matter, has solidified my connection to UT. It’s this supportive environment that makes me proud to call UT home.”
—SDS Peer Mentee
By participating in the Student Disability Services
Peer Mentoring Program:
91% of peer mentors and 67% of mentees reported they felt a stronger sense of belonging to the UT community
91% of peer mentors and 75% of mentees reported they made a social connection
91% of peer mentors and 75% of mentees reported they feel more connected/integrated to UT
91% of peer mentors and 83% of mentees reported the program supported their success at UT
100% of peer mentors and 83% of mentees reported being satisfied with their experience
PRIORITY 3
PERSONAL & PROFESSIONAL GROWTH
The Division of Student Life advances the personal and professional growth of students and staff through exploration and innovation.
PLAYING YOUR GAME AT UT
For Dalton Courtney, arriving at UT as a first-year student opened many opportunities he didn’t know existed. One of those opportunities has been playing soccer through RecSports, which allowed him to pick up a sport he loved and re-open a chapter he thought might be closed forever.
I deeply loved. I wasn’t expecting an opportunity to play again in college. I knew intramurals existed, but I really didn’t know what that would look like for me. RecSports changed all of that for me.”
Through employment with the department and professional mentorship, Courtney translated that passion into a successful social media campaign in the spring of 2025 to help other students make those same connections.
After hearing about RecSports in a first-year studies class at UT, Courtney approached membership and outreach coordinator Eric Harrell with an idea to continue developing his photography and videography skills while also supporting RecSports’ visual identity. For the sophomore journalism major, what was once a hobby had turned into a small photography and videography business, and he saw an opportunity to build upon those skills while also being involved in something he loved—sports.
“I grew up playing soccer, but it became too time consuming,” says Courtney. “In order to pursue photography and videography, things more aligned with my career goals, I had to give up something
After being sent on a photography assignment to capture images of an intramural soccer tournament, Courtney began feeling like he was missing out.
“I remember thinking, ‘I want to play, I want to be out there.’ There are so many people on campus who get to do what they love through RecSports, and I wanted to help show the opportunities students have to do what they love,” says Courtney.
As Courtney became more involved in RecSports and found ways to continue to play soccer, he imagined how he could pair videography and photography to tell a story. In conversations with Harrell, they landed on a concept to focus on all the ways students play sports on campus, including intramurals, pickup games at various fields or courts, and through sport clubs.
The Play Your Game campaign was born. While the original plan only included one video, the project turned into a three-part series tackling multiple campus outlets in different ways and covering three
Left: Dalton Courtney enjoys
different sports (soccer, football, and basketball). Each installment featured a video and photo component and highlighted students who found a way to play a game that they love while at UT. Courtney provided creative and technical expertise, while Harrell facilitated logistics like facility availability.
“I wanted it to mean that no matter who you are, what you grew up doing, or where you’re from, you have a chance to play here at UT,” says Courtney. “If you were a D1 player that got injured and lost your offers or always watched from the sidelines and never got a chance, you could use one of the biggest opportunities on campus, RecSports, to play the game you love.”
For Harrell, Courtney’s skills in photography and videography gave the department an opportunity to elevate their marketing materials and focus on some new areas, like intramurals and informal recreation.
“I wanted it to mean that no matter who you are, what you grew doing, or where you’re from, you have a chance to play here at
— Dalton Courtney, Sophomore Studying Journalism
“He had the skills and the passion for RecSports, and he took ownership of the project, really with minimal direction,” says Harrell. “I wanted to let him be creative, and for all my student staff I let them know that I want to empower them to be themselves and pursue projects they’re passionate about.”
The pair worked together to identify a strategic posting schedule for videos and photos. Both Harrell and Courtney held their breaths as they pushed out the first iteration of the campaign, collaborating on both the RecSports channel and Courtney’s personal profile. The results, and the impact, were quite impressive.
The Play Your Game campaign produced three videos and three poster-style posts on Instagram, resulting in 48,394 views across 29,465 user accounts, with 1,311 users interacting with the content through likes, comments, saves, or shares. Harrell also noted that RecSports and campus leaders noticed the campaign and were excited about how it represented opportunities available through the department.
Overall, Harrell says the department wants to continue pursuing outreach opportunities like this and, as one of the largest student employers on campus, continue supporting student development and growth as they prepare for careers in whatever field they have chosen.
“I wanted to let him be creative, and for all my student staff I let them know that I want to empower them to be themselves and pursue projects they’re passionate about.”
— Eric Harrell, Membership and Outreach Coordinator, RecSports
The Play Your Game campaign produced three videos and three poster-style posts on Instagram, resulting in 48,394 views across 29,465 user accounts, with 1,311 users interacting with the content through likes, comments, saves, or shares.
BEYOND THE AGENDA: Mentoring the Leaders Behind the Titles
TODD COX Director, Center for Student Advocacy
In his role as director, Todd Cox serves as the primary university advisor for Student Government Association and its elected officers. Cox shares his perspective about being an advisor to this group and what he’s learned about championing the Volunteer experience.
From the outside, advising student government looks like a tangle of agendas, amendments, parliamentary language, budget lines, and room reservations. And all of that deeply matters and is of paramount importance to the student experience. The daily work that is seen on the outside of this relationship isn’t the whole story though. The longer I advise student governments in my career, I have learned that the real impact happens in between these details. True advising, at its core, is mentorship. It’s looking beyond the student government position to view the whole person–a student who achieves victories and faces doubt, balances coursework with leadership and familial responsibilities, and is preparing for the future.
Beginning with each new administration, one of the first conversations we have with student leaders is what an advisor is and what an advisor isn’t. Advisors aren’t there to be the hero of the story and hand students the right answers but to challenge them to look at new perspectives, ask hard questions, and prepare for even harder conversations. The role of an advisor is to widen options and shrink anxieties that naturally come when working within complex institutions. We push them forward and serve as connections to tools, people, and opinions they may not have considered or seen before. Most importantly, we tell them that all this is secondary to our primary mission: ensuring students feel seen, heard, and know they matter. The best leaders have the care and support they need to be healthy students.
The most impactful conversations that we have with student leaders don’t take place at a Senate session or town hall, but in the moments in between all of these. It’s the quick checkin that turns into helping a student process balancing school with an ill family member
back home. It’s the first-generation student leader navigating a new realm of unknowns as they prepare for graduate school applications. It’s acknowledging that a student leader did not get the desired outcome on a piece of legislation but that they showed confidence and valuesdriven leadership as they navigated the complex conversation. These conversations are where change happens with student leaders and they gain the confidence needed to truly lead.
While these conversations might not be about the tangible aspects of student government, these conversations are what students carry with them to better serve and lead their peers. How to ask hard questions and look at complex systems turns into being a strong student representative on a faculty committee. Learning how to manage conflict in a healthy manner comes out during a heated Senate debate. Learning to hear and empathize with other students’ perspectives leads to impactful conversations with university administrators in creating an unparalleled Volunteer experience. Strong, thoughtful advising starts with conversations around selfawareness, resilience, and the ability to hold competing truths, allowing these ideals to flow into tangible, real-world skills that apply well beyond their time as a student leader.
The common thread through all of this is relationships. Advising as mentorship isn’t about managing performance or expecting perfection. It’s standing side stage, steady and present, offering honest feedback and challenging the student leader. Most importantly, it is celebrating the student as a person more than a position. It’s remembering that the student is more than a title—they are someone’s roommate, someone’s family, someone who is braving college curriculum
while taking on demanding leadership roles. When the student feels seen as a whole person, and in turn cared for as a whole person, they lead differently. They lead fiercely and confidently. And as advisors, the greatest reward is when we get texts months down the road about former student leaders using the skills they learned in their first full-time job, or that they led a difficult conversation in their graduate program, or they just made someone else feel seen and heard because they felt that way as a student.
When asked about his experience during advising, Chase Darwin, current student body president, said, “The impact of advising has gone far beyond student government. The advising team immediately stepped into a true mentorship role for me—in student government matters, my career development, and just me personally. As I enter senior year and I am weighing what comes next, whether that be graduate school or the workforce, the advisors have helped me to think through these steps and support me as I prepare for the transition.”
Advising student government is quiet work with loud outcomes. Success isn’t measured by perfect agendas but the steady growth of those who carry them. As an advisor, you get to stand side-by-side with student leaders who find clearer values, develop compassionate confidence, and face complexity head-on. While the students in these positions change yearly, what lingers is the posture of curious, compassionate, and accountable leadership that they carry into their classrooms, careers, and community. What a reward to us as professionals it is to get to stand by year after year and watch students learn, lead, and serve.
2PERSPECTIVES ON GROWING A STUDENT EMPLOYMENT PROGRAM
2
ALISON WARD
Associate Director, Student Union
AMANDA GRIFFITHS
Assistant
Director
for Student Training and Engagement, Student Union
Laying the Foundation
In 2009, I (Alison) created the first set of learning outcomes for students employed by UT’s Student Union. At the time, around 50 students were on payroll, and introducing outcomes was a new, challenging concept for both professional and student staff. While that first version was admittedly rudimentary, it represented an important step in creating what is now the Student Union’s student employment program.
The program fosters holistic student growth by equipping employees with the knowledge, skills, and abilities essential for their careers, while also fulfilling vital functions in the Student Union. Our program emphasizes competencies such as verbal reasoning, critical thinking, problem solving, and effective communication. We develop students who think independently, make sound decisions, and collaborate across differences.
Over the years, the program has undergone several iterations and enhancements, the most pivotal of which was fully grounding student roles in core competencies outlined by the Association of College Unions International in 2015. This offered a more structured and intentional framework for student learning, and by 2017 all job roles and responsibilities had been aligned with those competencies.
Since then, the program has grown into a comprehensive, strategic initiative now supported by six professional staff members and more than 110 student employees on average each semester. In the years that followed, we continued to evolve our learning outcomes by integrating Career Readiness Competencies developed by the National Association of Colleges and Employers and reflecting the shifting needs and expectations of today’s workforce.
Today, the student employment program includes a wide variety of roles across multiple functional areas: event management, customer service, marketing, and facilities operations. These positions include an array of responsibilities and attract students with a range of interests, skill sets, and backgrounds, creating a vibrant and engaged student workforce.
The Lightbulb Moment for Students
Mentoring and supervising student employees has been one of the greatest joys of my career, but it has also brought its share of frustrations and moments of doubt. Working with 18- to 22-year-olds who are juggling classes, jobs, and extracurriculars requires more than a little patience, as they are growing and
evolving every day. For any supervisor, questions about their role might arise. Like, “Am I really making a difference? Is all the time and energy we pour into development truly paying off? Do students even notice the impact we’re trying to make?”
Working with student building managers is where I often see the most growth. When student managers first begin, they often seek clear, concrete answers from their supervisors, answers that don’t always exist or that we’re hoping students find through their own critical thinking. This leads them to turn to their fellow student managers, creating a moment of trepidation for professional staff as those peers are often navigating the same developmental stages.
But then comes the moment, the gradual and sometimes messy moment, when student managers begin to understand that multiple solutions can exist for the same problem. They start to draw from their own experiences, trust their judgment, and make thoughtful decisions.
The Next Level of Student Employment
I (Amanda) joined UT in 2021 as an events and facilities coordinator, assisting with
managing the student employment program alongside Alison. Over the next three years, Alison and I spent time making intentional changes to the program to further learning, development, and community amongst student staff, with continuous improvement taking the program to the next level in student growth and success. Then, in 2024, I had the opportunity to take on fully leading the program. While building upon the excellent work Alison has done, I am now working to put my own stamp on the program.
Each semester starts with a full-day training with all our student employees. It’s a hands-on program covering a wide range of topics from leadership, teamwork, and problem-solving to on-the-job skills such as resetting meeting and event spaces, setting up technology in the auditorium, and answering questions from perspective families visiting campus. We designed this training to be interactive and engaging, inviting campus partners to join to share resources and insights.
A mid-semester check-in with each supervisor with their students was introduced as a way to go beyond a simple job performance review. This one-on-one conversation covers a range of topics, including a general wellness check to see if students are doing well in their classes and have a strong support system or community on campus. Supervisors also ask about career readiness and provide a chance for students to give feedback. It’s an intentional time to provide support, celebrate wins, and tackle challenges together.
At the end of the term, we wrap up with structured evaluations. These reviews highlight progress, recognize standout contributions, and help students take ownership of their development. It’s not just about the job. It’s about building confidence, skills, and community.
All these intentional touch points with students, and the other deliberate interactions, community building, and experiences we provide have cumulated into a positive experience for our student employees. Last year, 99% of students indicated they enjoy working in the Student Union, 94% of students feel as though they are developing transferable skills, and 89% of students feel as though they developed a support network through interactions with coworkers.
Through intentional design and consistent support, our student employment program has evolved into a meaningful experience that fosters growth, connection, and career readiness, reflected clearly in the overwhelmingly positive feedback from our student staff. Last spring, our program was recognized with a Silver Excellence Award from NASPA, Student Affairs Administrators in Higher Education.
I genuinely enjoy organizing and evolving our student employment program, not just for the structure and intentionality it brings, but for the transformations I get to witness in our student staff each semester. Seeing their growth firsthand and hearing the exciting wins from other supervisors continually reaffirms the purpose and joy behind the work we do.
By the numbers
99% of respondents stated they enjoy working in the Student Union
89% state they have developed a support network through the Student Union
94% state they feel as though they are developing transferrable skills
The student employment program operated by the Student Union was recognized in spring 2025 by NASPA with a Silver Excellence Award.
PRIORITY 4
RESPONSIBLE & EFFECTIVE STEWARDSHIP
The Division of Student Life responsibly and creatively stewards university resources to maximize the student experience and subsequent student learning. We empower and sustain a culture of collaboration, adaptability, and innovation.
THE RIGHT CARE AT THE RIGHT TIME
In the fall of 2024, two UT department heads teamed up with lofty goals: reduce wait times for mental health services on campus, clarify the process for students and for referring faculty and staff, and bolster staff morale. And a year later, all of those goals have been achieved thanks to an internal change referred to as Open Access.
According to Nicole Saylor, director of UT’s Student Counseling Center, the need for mental health support has been on an upward trend the last several years, but especially after the COVID-19 pandemic. Saylor says the utilization of the center has increased as has the complexity and acuteness of cases.
When she arrived on campus as director of the center in 2022, nearly 20 years to the day of when she graduated from UT herself, Saylor started asking the kinds of questions that new leaders often ask about staff retention, burnout, staff morale, and other aspects of the department’s operations.
“In the mental health field, there are lots of factors that contribute to many staff feeling like their jobs aren’t sustainable long-term, and we want to avoid that,” says Saylor. The center adopted a collaborative care model where staff specialize in one area, like triage and crisis or ongoing counseling. This model’s intent is to increase job satisfaction and decrease burnout as staff are able to focus on the part of the counseling process that they enjoy most.
In addition to the Student Counseling Center, the Center for Care and Resilience also provides mental health support on campus to students experiencing acute distress. Saylor, along with Lisa Loar, former director of the Center for Care and Resilience, worked to audit the
intake systems in place across both departments to streamline the student experience regardless of which office they called first.
Both teams face a critical need to collaborate on crisis and triage to help students get the fastest care, and the right care, at the right time. Staff positions were rearranged to create a crisis and triage team of four full-time staff to serve both departments, overseen by a new assistant director in the Center for Care and Resilience. Administrative duties were also consolidated, with one administrative area now supporting both teams. Both teams are confidential, and the experience for students is a seamless warm handoff between the triage team with the Center for Care and Resilience and therapy services at the Student Counseling Center.
The teams also reimagined what triage appointments looked like. For students whose needs are outside the scope of the Student Counseling Center, the triage team immediately connects them to a care coordinator who can refer the student to a provider in the community, eliminating unnecessary wait time. And for students whose needs do fall within the scope of services available on campus, crisis and triage clinicians can live-schedule across both teams, reducing the administrative burden for students, who previously would have needed to call back to schedule care.
Altogether, these changes created a measurable improvement for the student experience. Operational changes related to Open Access reduced the student wait time from their initial call to a triage appointment by 1.71 days and from a triage appointment to an intake appointment to start therapy by 4.89 days.
Loar states that according to internal records, no walk-in student experiencing distress waited longer than 30 minutes to talk to a clinician, many walking right into an appointment as soon as they completed their paperwork. Students who needed crisis appointments and reached out via phone were either seen immediately or scheduled for a same-day appointment according to the student’s availability. These facts illustrate the new triage model not only worked to facilitate greater care overall but worked to support more acute care for students in crisis.
“Conceptually, in practice, we’ve taken the collegiate mental health model and the best of the community behavioral health model and merged them into a system at UT that gets students connected to the right care at the right time,” says Loar.
Having a specialized team providing crisis and triage also freed up time for clinicians to provide more therapies, like group or individual counseling. The center offers 14–15 different types of group therapy meetings each semester for undergraduate students, graduate students, or in specific skills-based areas, like managing grief or ADHD. With the collaborative care model, the Student Counseling Center was able to increase the number of group therapy sessions offered from 700 during 2023–2024 to 965 in 2024–2025. This increase means students received over 8,600 hours of group therapy combined.
The care provided by UT is working. For students utilizing the Student Counseling Center, 87% say they would return again for services, 94% would recommend services to a friend, and 89% report the quality of their counseling was very good or excellent. The most common results students emphasize are that their counseling increased their ability to think critically or clearly about their problems; helped them gain a
Operational changes related to Open Access reduced the student wait time from their initial call to a triage appointment by 1.71 days and from a triage appointment to an intake appointment to start therapy by 4.89 days
For students utilizing the Student Counseling Center, 87% say they would return again for services, 94% would recommend services to a friend, and 89% report the quality of their counseling was very good or excellent.
greater understanding of self or a clearer sense of identity; improved their ability to manage stress; and increased self-confidence or self-esteem.
Student mental health improvements at UT also surpass the national average. In 2023, UT began using the Center for Collegiate Mental Health’s Counseling Center Assessment of Psychological Symptoms (CCAPS) survey more intentionally to benchmark progress. This survey evaluates common mental health concerns among college students nationwide. In key areas such as depression, anxiety, and substance use, clients at the UT Student Counseling Center showed statistically significant improvements compared to the national sample.
On a 4-point scale measuring overall distress, UT clients improved by an average of 0.41 points, exceeding the national average improvement of 0.375 points between the start and end of therapy. These results indicate the quality of services at UT is higher than expected compared to other institutions. The results also underscore UT’s commitment to providing effective mental health support that leads to measurable outcomes for students.
“As clinicians, we were always going to work collaboratively to get students the care they needed no matter what door they came through, providing the right care at the right time,” says Saylor. “But through this new model, not only are we delivering shorter wait times, more clinical therapy hours, and higher staff morale, but acute care for students in distress is also being deployed more easily. Wins all around.”
SWEET AS SODA POP:
New Campaign Underscores Campus Amnesty Policy for Students
MEGAN ZIMMERMAN Student Intern, Student Life Communications
In times of need, Vols help Vols. When a critical situation involves alcohol or other drugs, however, some students may find themselves unsure of how to handle the situation out of fear of potential repercussions. To support Vols in making the safest decisions for themselves and others, an amnesty policy exists on the UT campus to protect students from formal disciplinary actions regarding alcohol or drug use when reaching out for help for a student in need.
Through the amnesty policy, a student, referred to by the policy as a Good Samaritan, is able to call law enforcement, medical emergency services, or university staff to seek help for an impaired student in need. By contacting help and staying with the impaired student, both the Good Samaritan and the impaired student are granted amnesty from formal discipline with the university. Amnesty can also apply to more than one student in a given situation or to a student who called for help for themselves.
While the amnesty policy supports the health and well-being of students, a lack of campus-wide awareness on the policy has inhibited it from meeting its intended purpose, despite previous communication efforts. Student Conduct and Community Standards (SCCS) staff members recognized this disconnect, leading to the creation of the Amnesty is Sweet as Soda Pop campaign.
Launched in the fall of 2024, the collaborative campaign between SCCS, the Center for Health Education and Wellness, and Student Government Association (SGA)is working to inform students of the amnesty policy, helping students to make safer decisions in stressful situations. By collaborating across departments and with student government, the campaign provides a wide range of information and resources regarding the policy, making healthy choices, and what it means to be a Vol.
Throughout the campaign’s first semester, a total of 12 tabling events were held on campus. They also hosted several pop-up events and provided information at various Student Life events, reaching a wide range of students. At each event, a variety of items were available to help promote the campaign’s mission, such as soda, T-shirts, and koozies with an info sheet attached.
At each tabling event, students have the opportunity to talk to representatives from Center for Health Education and Wellness staff members to learn more about alcohol education information as well as SCCS to better understand the amnesty policy and how it is implemented. Understanding that talking to these departments could make some students nervous, there are also well-informed SGA
representatives at each tabling event, allowing for peer-to-peer education about how the amnesty policy operates and can be utilized to help fellow Vols. The tabling events also encourage student leaders to take action if they see a fellow Vol in need, reminding them to do the next right thing without fear of university discipline or negative consequence.
When the amnesty policy is applied to an alcohol related incident, the impaired student will meet with the Center for Health Education and Wellness for an educational meeting, creating goals and solutions to avoid similar concerns in the future. The student that reached out for help will receive a Good Samaritan letter from SCCS thanking them for helping a Vol in a time of need and doing the right thing.
For continuing student Weston Hamilton, volunteering as a member of SGA at the tabling events was his first opportunity to be involved on campus. He decided to dive in and attended every tabling event for the amnesty campaign throughout the 2024–2025 academic year, turning his dedication to health and campus safety into action.
“It’s an awesome policy, for students to know you can call and make sure your friends are safe,” says Hamilton, a sophomore studying biochemistry. “One impactful conversation was with a resident assistant who had used the policy for a student last year. The student needed help, and the RA was able to call for help without worrying the student was going to get in trouble.”
Hamilton, who now serves his peers as a member of the SGA executive team and as a Vols 2 Vols peer health educator, plans to continue volunteering with the campaign and help students realize that even if they don’t need the policy for themselves it’s there if they realize a fellow Vol is in trouble.
Significant efforts are also being made to ensure that first-year students are informed of the policy as they begin a new chapter in their lives at UT. An explanation of the amnesty policy is included in the Vol 103 orientation modules that all incoming students must complete, helping students to be informed from the start.
The collaborative campaign demonstrates the university values of success and wellness through helping students to understand a policy that could appear intimidating at first, but ultimately has the power to save lives and care for fellow Volunteers, supporting a positive, safe campus culture. After a successful first year, the campaign leaders plan to continue into the 2025–2026 academic year with tabling and informational events to connect with more students, creating a well-informed student body.
YOUR TICKET TO KNOXVILLE
Creating Community Connections Through the Student Ticket Program
When the Center for Student Engagement (CSE) set out to help students find spaces where they felt at home in the Knoxville community, they started with a simple idea: connection. Connection to the campus, connection to the community, and connection to moments that turn a place into a memory.
That idea sparked what has become a robust and growing initiative in the division, the student ticket program. Since launching in 2020 during the COVID-19 pandemic, the program has grown 400% and helped over 6,000 students access cultural, athletic, and entertainment experiences in the Knoxville community at a discounted rate. From concerts and Broadway shows to local festivals and sporting events, these opportunities have helped connect students to much of what Knoxville has to offer. And students are loving the program, with almost every opportunity completely selling out.
The spark for one of the earliest ticket offerings came from a unique connection: a former student involved with CSE is now the foundation director for the Tennessee Valley Fair. They had gained experience in
event planning as a student through CSE and wanted to give back by helping current students attend the fair. It was a full-circle moment that demonstrated how students develop transferable skills through student engagement and the impact long-term relationships can have on the student experience.
Since then, the program has continued to grow, thanks in part to the division’s commitment to professional development. Last year, Dianna Foulke, associate director for CSE, participated in Leadership Knoxville, a six-week community leadership experience that broadened her connections across the city. That experience led to several new ticket partnerships as Foulke fostered UT connections to local organizations.
Foulke’s connection to the community through her staff development experience was just one part of the puzzle. Managing the program requires time and commitment across multiple steps. CSE staff communicate with the community partner on price and logistics, and the two entities coordinate marketing materials. Then, campus staff work with the Student Union Box Office to facilitate in-person sales. The
final step is to evaluate each opportunity after the event ends to see what worked and what didn’t for both students and community partners.
More staff members were needed in order to expand the program, and in summer of 2025 the center added three new coordinators. According to CSE director Ashleigh Moyer, this increased capacity means the team can seek out new partnerships for the current academic year and expand the number of ticket opportunities.
“The main goal around these tickets is to provide spaces for students to connect and belong in the larger Knoxville community,” says Foulke. “It’s the natural next step after they find where they belong on campus.”
And it’s working. According to survey data, 90.3% of students who attended a subsidized event reported feeling more connected to Knoxville, and 97.3% expressed satisfaction with the options offered by CSE. Looking ahead, the vision for the program is ambitious, with hopes of providing full excursions including transportation to help further reduce barriers students might face in engaging with the local community.
At its core, the student ticket program is about more than access— it’s about belonging. It’s about the invisible threads that tie a student to their community, a staff member to their city, and a university to the region it calls home.
“The student ticket program added so much to my college experience. It gave me access to incredible events that I wouldn’t have been able to attend otherwise, and helped me feel more connected to Knoxville beyond campus.”
—Quinn Summey, Senior Studying Psychology
90.3% of students surveyed reported feeling more connected to the Knoxville community because of the opportunities provided to them through the student ticket program.
The program has created 6,385 total student touchpoints with events in Knoxville since 2021.
Community Partners:
Broadway Series at the Tennessee Theatre
Ice Bears at the Knoxville Civic Auditorium and Coliseum
One Knox Soccer Club at Covenant Health Park
Knoxville Opera at the Tennessee Theatre
Greek Festival at St. George Greek Orthodox Church
Zoo Knoxville
Tennessee Valley Fair
Maple Lane Farms
The Mill & Mine
“The student ticket program helped me connect with my campus in ways I never expected. It opened doors to shows, concerts, and cultural events that made me feel more rooted in both the UT community and Knoxville as a whole. These experiences added so much depth to my time as a student and helped me discover parts of the city I might have otherwise missed!”
Molly Nichols, Senior Studying Marketing
STEWARDING RESOURCES: A Summer Camp Example with RecSports
For the past two summers, UT’s RecSports has hosted Kidcam Summer Camp during June, July, and August when facilities are less busy. As students travel home, study abroad, work summer jobs, complete internships, or are otherwise engaged in mostly off-campus activities, the department has pursued a fun and simple way to generate revenue. But the core of this choice is much more than filling space—it’s an illustration of RecSports’ ongoing commitment to effectiveness, stewardship, and service.
Stewarding and leveraging university resources to maximize the student experience is a key aspect of the Division of Student Life’s operations, including supporting revenuegenerating departments that offset costs like RecSports. The department operates on a zero-based budget model, using tactics like cost recovery for outreach, programs, and general operating costs.
While most of the department’s resources and facilities are offered at no additional cost to students, it does charge all members for programs like adventure trips and personal training sessions. Sean C. Basso, former associate director for RecSports, notes that charging for these options creates accountability for the service itself and results in higher attendance than similar opportunities that do not incur a fee.
During summer months, RecSports facilities like TRECS and the Fields at Sutherland see a 90% drop in student participants, which creates capacity for other uses like hosting Kidcam without negatively impacting the student experience. UT is the first school in Tennessee and the first school in the SEC to partner with Kidcam, a historic organization established 50 years ago and based in Louisiana. Kidcam offers camp experiences that happen over 10 weeks in the summer, with flexible registration to meet the week-by-week needs of various families. Host sites also have flexibility and can choose a revenue share model or a facility rental model, depending on their financial needs.
Basso notes that hosting the Kidcam Camp didn’t burden facility staff as they were able to support the camp amid their dayto-day responsibilities. It also enhanced the environment of RecSports spaces, helping support a positive environment for summer staff and participants during a lull. At UT, facility student supervisors work in tandem with camp staff and can even work for Kidcam as a camp counselor. RecSports’ student employees reported feeling energized by the noise and buzz of campers all summer long.
“This camp is also a great way we are working to serve the community of Knoxville and East Tennessee, as we know that finding summer childcare can be challenging for many
families,” says Basso. UT faculty and staff also receive discounted registration for their children, which creates another positive benefit for the campus community.
Basso notes, Kidcam Camp introduces a new generation of potential students to Big Orange Country, creating positive experiences and memories of being on campus for younger students who might be future Vols.
Hosting Kidcam Camp in the summer is just one aspect of RecSports’ commitment to community partnership and managing resources well. The department also contracts for special events that have a national audience as well as year-round with local non-UT entities for day use of recreational facilities. When most UT students are attending classes, local high schools and middle schools that need athletic facilities and the One Knox Sporting Club, which hosts youth and adult programs, all contract to use UT facilities.
When it comes to Student Life’s commitment to effectiveness and stewardship, look no further for a solid example than RecSports. Whether it’s Kidcam Camp, partnering with the community, or practicing budget consciousness, the department is a leader in responsibly and creatively stewarding university resources to maximize the student experience and student learning.
campers served on average each week over the summer
RecSports employs
student staff who are supervised by 28 full-time staff or graduate assistants.
WE ARE STUDENT LIFE
The Division of Student Life consists of 443 professional staff members
across 21 offices and departments.
These are the Student Life professionals who support opportunities for students to learn, lead, and serve.
